CEME 4009 - Decision Making for Sustainable Solutions
North Terrace Campus - Semester 2 - 2023
-
General Course Information
Course Details
Course Code CEME 4009 Course Decision Making for Sustainable Solutions Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Assumed Knowledge CEME 1001, CEME 1003, CEME 2003, CEME 2006, CEME 3004, CEME 3005, CEME 3007, CEME 4010 Course Staff
Course Coordinator: Professor Holger Maier
Course Timetable
The full timetable of all activities for this course can be accessed from .
-
Learning Outcomes
Course Learning Outcomes
1. Recognise, discuss and critically evaluate factors affecting environmental decision-making and the ability to achieve sustainable outcomes
2. Appraise and discuss engineering projects from the perspectives of diverse stakeholders
3. Recognise, discuss and critically evaluate the effect of engineering projects on the environment and society
4. Synthesize and interpret information derived from models, measured data and other lines of evidence to support arguments and recognise and discuss the importance of the quality of this evidence
5. Develop, apply and demonstrate research, critical thinking, negotiation, teamwork, communication and decision-making skills
6. Recognise, discuss and critically evaluate the importance of acting ethically and professionallyUniversity Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3,4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,3,4,5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
5,6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,3,5,6 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1,2,3,5 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
4 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1,2,3,5 -
Learning Resources
Required Resources
All necessary resources will be provided.Online Learning
This course can be done completely online, if required. -
Learning & Teaching Activities
Learning & Teaching Modes
In this course, students will adopt the role of an organisation advising the Federal Government on the renewable energy transition. This will require indepenent, self-directed learning as part of a group, as well as interaction with other groups.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The total expected workload for this course is 150h.Learning Activities Summary
There will be three optional face-to-face sessions per week in which students can meet with their group members and interact with the course coordinator / lecturer and tutors. Student are expected to conduct independent, self-directed learning and work on their assessment tasks outside of these formal sessions. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
The assessment consists of a total of 5 reports and 1 oral presentation. There is no exam for this course.
Assessment Task Task Type Due Weighting Learning Outcome Role statement report
(Group)Formative & Summative Monday, Week 2
5% 5 Initial solution report, analysis and written response
(Group, Peer Assessed)Formative & Summative Wednesday, Week 5 20% 1,3,4,5 Critical evaluation report, analysis and written response
(Individual)Formative & Summative Monday, Week 7 15% 1,2,3,4,5 Oral presentaton
(individual)Formative & Summative Week 7 10% 5 Final solution report, analysis and written response
(Group, Peer Assessed)Formative & Summative Monday, Week 11 20% 1,3,4,5 Reflection report, written response
(Individual)Summative Friday, Week 13 30% 1,2,3,4,5,6 In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.
Assessment Detail
The decarbonisation of Australia’s national energy supply is of great importance. A rapid transition to clean power is vital, to meet the goals of the Paris Agreement for avoiding dangerous climate change and limiting global warming to 1.5 degrees Celsius. As such, Australia has made a firm commitment to decarbonise its national energy supply by 2050.
This transition is not without its challenges though, as renewable energy only provides a relatively small percentage of Australia’s national energy supply at present. Consequently, a targeted renewable energy transition plan is required in order to achieve desired renewable energy targets. However, developing such a transition plan will not be easy, with Australia’s biggest energy users not having a clear path to decarbonise their supply, such as transport, manufacturing and mining. The success of these Australian industries is incredibly important, and must not be jeopardised as their energy supply moves away from fossil fuels to renewable alternatives.
In order to assist the Australian government with developing an appropriate transition plan, it has asked for submissions on what this plan should look like from a number of organisations within these sectors, providing their vision for what the sector within which they operate should look like towards the end of the century, and what technologies will need to be in place to meet Australia’s national decarbonisation targets. In this course, students will be part of a group adopting the role of one of these organisations.
The course activities can be divided into five stages. In the Briefing Stage (Stage 1), students select their role (i.e. the organisation they will represent) (Task 1) and adopt this role by developing and articulating an understanding of their organisation’s values and policies in relation to the renewable energy transition (Task 2). Students then develop an initial renewable energy transition plan that aligns with their organisation’s values and policies (Stage 2), which is presented in the form of a report (Task 3). In the Evaluation State (Stage 3), students have the opportunity to review and evaluate the plans from the other organisations (Task 4) and orally present their plan to the Government and other organisations, as well as respond to any questions (Task 5). As part of Stage 4, students develop the final transition plan, which is presented in the form of a report (Task 6). In the Reflection Stage (Stage 5), students step outside their role and reflect on their experience of complex decision-making processes and their relationship to the sustainable development goals, as well as a range of generic graduate attributes, such as teamwork, communication, research, critical thinking and acting ethically and professionally.
Submission
Task 1 - Role Selection (0%):
Students select the organisation they will represent in the course (i.e. the role they will play). This is done via an online survey.
Task 2 - Role Statement Report (5%):
Members representing a particular organisation (role) produce a 1000-word group report outlining the opportunities and challenges the wicked problem that is the focus of the course (e.g. renewable energy transition, managing water resources in a river system) present for their organisation.
Task 3 - Initial Solution Report (20%):
Members representing a particular organisation (role) produce an 8 to 10-page group report outlining the solutions to the wicked problem that is the focus of the course (e.g. renewable energy transition plan and technology roadmap, water resources management plan) from the perspective of their organisation.
Task 4 - Critical Report (15%):
Each student critically evaluates a number of initial solution reports from other organisations in the form of a 2000-word individual report.
Task 5 – Oral Presentation of Initial Solution (10%):
Students give an oral presentation of their organisation’s solution to all other organisations.
Task 6 - Final Solution Report (20%):
Members from different organisations (roles) work together to produce a 10 to 12-page group report outlining integrated, sustainable solutions to the wicked problem that is the focus of the course (e.g. renewable energy transition plan and technology roadmap, water resources management plan).
Task 7 - Reflection Report (30%):
Students step outside of their role (organisation) and write a 2000 to 3000-word reflective report on how participation in the course has assisted them with developing an understanding of the complexity of engineering decision-making, sustainability and the development of generic skills.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
-
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
-
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
-
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
-
Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.